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ANNEX 


Sl'X'OXlJAKV 

INDICATION 


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SIX  ONDARV 
INDICATION 


V<  )(  'ATH  )N  AI. 


AND 


U.K.MS 


COURSE 

SECONDARY     EDUCATION 

AND 

VOCATIONAL     PROBLEMS 
SYLLABUS  AND   BIOGRAPHY 


I.  The  Secondary  School. 

Its  evolution. 
Present  Place. 
The  New  Demands. 
Educational  Psychology. 

References: 

Snedden,  Problems  in  Vocational  Education.  1910.     42 — 46. 
Gillette,  Vocational  Education,  1 — 13. 
Hanus,  A  Modern  School,  3 — 39. 
McAndrews,  The  High  School  Itself.     1910.    450. 

Carey,  The  Opportunities  of  the  Modern  High  School.  1910 
457. 

Smith,  N.  E.  A.,  1910.     462—466. 

Monroe,  Text  Book  in  History  of  Education.  706-759.  In- 
dustries in  the  Secondary  School,  1910.  N.  E.  A., 
731-766. 

Hanus,    Industrial    Education;  Atlantic  Monthly,  Jan.     1908 

Hollister,  High  School  Administration,     49-59. 


II.  The  Secondary  School. 

Relation  to  Vocational  Training. 

INDIRECT  approach  to  Vocational  Work. 

DIRECT  -  Vocational  studies,  courses'  schools. 

Limitations. 

The  Life  Career  Motive  in  the  High  School. 

References: 

Gillette,  14-34 
Snedden,  8-13 

Butler,  Education  in  the  United  States,  16-65 
Brown,   Recent   Tendencies   in  Secondary  Education.      Ad- 
dress Univ.  of  State  of  New  York,  July  2,  1901. 
Fifth  Annual  Report  of  Carnegie  Foundation,  63-69. 


206713& 


Dutton  and  Snedden,  Administration  of  Public  Education  in 

the  United  States,  404-13;  419-23. 

Lyttle,  Relation  of  High  School  to  Industrial  Life.  1907,  698. 
Butler,  Ed.  Rev.,    36;  471. 

Eliot,  Life  Career  Motive.     N.  E.  A..     1910.         133. 
Hall,  Educational  Problems,     591-593;  613-616. 


III.  Social  and  Industrial  Needs. 

The  results  of 
Immigration. 
Urban  growth. 
Class  distinction. 
Industrial  changes. 
Organization. 
Call  for  skilled  labor. 
Passing  of  apprenticeship. 
Employment  of  leisure. 
Longer  school  life  of  child. 
How  to  best  utilize. 

References: 

Snedden,  8-18. 

Gillette,  52-103;  161-185. 

Davenport,  Eugene,  Education  for  Efficiency. 

Hanus,  Beginnings  of  Ind.  Ed.,  81-86. 

Zeller,  John  W.,  Ed.  in  the  country  for  the  country.     N.E. 

A.,  1910.  245-253. 
Crabtree,  The  Criticism   of  the  Public   Schools  by  the  Laity 

N.  E.  A.,  1910.  99-107. 
Mead,  Adjustment  of  Education  to  Contemporary  Needs,  Ed. 

Rev.,  19-472. 
Jacobs,  Are  the  Schools   doing  what  the  people  want   them 

to  do?   Ed.  Rev.,  21-448. 

Hollister,  High  School  Administration,  305-10. 
Hall,  Problems   of  Education,  New    York,  1911.  540-550;  634 

646;  559-561.    Youth,  29-34. 
Industries  in    the  Intermediate  School.     N.  E.  A.,  1910.  713- 

722. 


IV.    Adjustment  to     Local    and    Industrial    Needs  in    Upper 
Grades  of  Grammar  School. 

DIFFERENTIATION. 

Relation  to  high  schools. 

Articulation. 

Intermediate  schools. 

Transition  to  high  school. 

Social  value. 

Childs  labor  and  attendance  laws. 

Vocational  guidance. 

References: 

Hanus,  A  Modern  School,  86 — 95. 

Seventy-fourth  annual  report  of  Board  of  Education  of  Mass 

53,  32-33,  61-66. 
Johnson,  Industrial  Education  in  the  Element,  school.  N.    E 

A.,  1910.  253-260. 
Chamberline,  The  Purpose  and   content    of   the   elementary 

curriculum.    N.  E.  A.,  1910,  286-294. 
Dutton  &  Snedden,  334-338. 
McMurry,  Ed.  26;  253. 

Industries  in  the  Intermediate  School.  N.  E.  A.,  1910  710-731. 
Whitney,  Differentiation  of  Courses  in  the  7th   and  Sth.    Ed. 

Rev.  41;  127. 


V.  The  High  School 

Articulation;  with  grammar  school. 

Articulation;  with  intermediate  school. 

A  new  conception  of  liberal  training. 

The  claim  of  utility. 

Changes;  in  curriculum. 

Changes;  in  content. 

Changes;  in  method. 

Cooperation  of  men  of  affairs. 

Advisory  Boards. 

Adjustment  to  local  conditions. 

References: 

Gillette,  48-50;  211-222;  223-234. 

Snedden,  4-8;  26-32;  38-42;  71-82. 

Hanus.  Paul  H..  A  Modern  School,  pp.  86-95. 


Davenport,  Ed.  Rev.  40:  348-355. 

Hanus,    Paul    H.,   Beginnings  of  Industrial  Education,  22-27; 

48-52. 
Seventy-first  annual  report  of  Mass.   Board  of  Education  pp. 

319-346. 
Hall,  Ed.  Problems,  564-593;  613-616;  621-619. 

VI.  Vocational  Courses  in  High  School. 

To  what  extent  are  they  feasible? 

Conditions  of  success? 

Independence. 

Special  instruction. 

Equipment. 

Proper  correlation. 

Exact  standards. 

Adjustment  to  local  conditions. 

Legislation  and  support. 

Some  illustrations. 

Reference: 

Gillette,     259-222. 

Snedden,   The   Combination    of  Liberal  and  Voc.     Ed.     Ed. 

Rev.     37:  231. 
Leavitt,    Vocational    and    Industrial    Training,      Sen.     Rev. 

19:  85:  95. 

Report.  U.  S.  Corn'r  of  Ed.  1910,  223-253. 
Nve,  Rational  Vocational  work  in  Smaller  High  Schools. 
Mincemsyer,  Penn.  School  Journal,  502-507. April,  1911. 
Brown,  Making  of  Our  Middle  School,  458-421. 
Industries  in  the  Secondary  School.     N.  E.  A.,  1910.  93p-769. 
Person,  The  Idaal  Organization     Sch   Rev.  Rev.,  17:  404-416. 

VII.  Vocational  Work  in  Secondary  Schools. 

Commercial. 
Conditions  of  success. 
Standards. 
Definite  aim. 
Separate  courses. 
Teaching  force. 
Equipment. 
Environment. 
Attitude  of  principal. 


The  test  of  success. 
Cooperation 

References: 

Ellis,  Commercial  Ed.  in  Sec.  Schools,  Ed.  22:  631-637. 
James,  Commercial  Ed.  Chicago  University  Press,  1898 
Brown,  Making  of  Our  Middle  Schools,  404-405. 
Lahey,  How  to  Make  Commercial  Courses  more  Efficient. 

N.  E.  A.,  1910.  839-847 
Green,  Attitude  of   Academic    high  school  teachers  towards 

students  of  commercial  department.  N.  E.  A.,  1910.  142- 

143. 

Hollister,  High  School  Administration,  pp.  142-143. 
Martin,  Buisness  Courses  in  Mass.  High  Schools.  Mass.  Board 

of  Education. 
See  also  References  under  Commercial  High  Schools. 


VIII.  The  Commercial  High  School. 

Historical  sketch. 

Origins. 

Needs  of  pupils. 

Business  demands. 

Example  of  other  countries. 

Private  and  semi-private  agencies  for  business  training. 

Organization  of  a  commercial  school. 

Relation  to  grammar  school. 

Relation  of  college. 

Co-education. 

Growth — statistics. 

References: 

Education  in  the  United  States,  Albany,  1900.  653-703. 

Ellis,  Commercial  Education  in  Secondary  Schools,  Ed.  22: 
631-637. 

Sheppard,  High  School  of  Commerce  or  Commercial  depart- 
ment. N.  E.  A.  712-716  [1909] 

Clark,  Commercial  Branches  in  the  High  School  Curriculum. 
Ed.  Rev.,  38:  31-42. 

Commercial  and    Business  Schools.      Report,  U.    S.    Com'r 
of  Ed.     (Statistics)    1910.     pp.     1249-1258. 

DeGarmo,    Principles   of  Secondary  Education.    New  York, 
1907.     Part  1,  274-293. 

Irish,   The  Place   of  Commercial  Studies  in  the  H.    S.     Ed. 
Rev.,     10:  550-557. 


Bloomfield,  Voc.     Bureau  of  Boston.     Voc.     Guidance. 

Brooks,  Sch.     Rev.     19:  42-50. 

Hanus,  Sch.     Rev.     19:  51-56. 

Leavitt,  W.,  Sch.     Rev,     19:  63. 

Bloomfield,  Choosing  a  Vocation.     Boston,  1909. 


IX.  Agricultural  Education. 

The  approach  in  elementary  schools. 
Nature  study. 
How  made  more  effective. 
School  gardens. 
Their  popularity. 
Method  of  instruction.     Results. 
Projects  in  agriculture  in  elementary  schools. 
Outline  of  course. 

Collateral  work  in  reading,  arithmetic,  drawing,  com- 
position, history  and  geography. 


References: 


Jewell,  J.  R.,     Agricultural  Education,  including  nature  study 

and    School   Gardens.     Bulletin    No.    2,    United    States 

Bureau  of  Education.     1907. 
Sipe,  S.  B.,  School  Gardening  and  Nature  Study   in    English 

Rural  Schools  and  in  London.     Bulletin  204,  U.  S.  Office 

of  Exper.  Stations,  1909. 
Clapp,  H.  L.,  School  Gardens  in  America — An  Experiment 

and  Some  Methods,  Pop.  Sch.  Mo.,  52:  445. 
Kern,  0.  J.,  Among  Rural  Schools,  Boston,  1906. 
Fogh,  H.  A.,  The  American  Rural  Schools,  New  York. 
Schools  Gardens,  Bulletin  160,  U.  S.  Dept.  of  Agriculture. 
Bibliography  in  Among  Rural  Schools,  0.  J.  Kern. 
Report  on  Agricultural  Education,  74th  Annual  Report  Mass. 

Board  of  Education,  1911.  197—291. 
Agricultural  Projects  for  Elementary  Schools,  Bulletin  No.  1, 

Mass.  Board  of  Education,  1911. 
Warren,  J.  E.,  The  Opportunity  of  the  Rural  Schools.     73rd 

Annual   Report   of   Mass.      Board    of   Education,  1910. 

212—224. 

Davenport,    Eugene,  Education  for    Efficiency;  pp.     136-143. 
Hays,    Agriculture    in    Our  Public  Schools.     N,  E.  A.,  1908: 

176. 
McClure,  Ed.     26:  65. 


X.  Agricultural  Education  in  General  High  Schools. 

A  survey  of  present  condition. 

Subjects,  courses,  departments. 

Methods — each  case. 

Limitations. 

Academic  tendency. 

The  selection  of  teachers. 

Cooperation  with  home. 

Arguments  for  such  courses. 

Equipment. 

Legislation  on  agricultural  education. 

References: 

Robinson,  The  Present  Status  of  Agricultural  Education  in 
public  secondary  schools  of  the  United  States.  Seh. 
Rev.,  19:  333-344. 

Balcomb,  Interest  in  Agricultural  Education  N.  E.  A.  1909 
959-964. 

Bishop,  Present  Status  of  Agricultural  Education  in  the 
public  schools,  N.  E.  A.,  1909;  976-982. 

Bricker.The  teaching  of  Agriculture  in  Tha  High  School,  New 
York,  1911. 

Butterfield,  Chapters  in  Rural  Progress,  Chicago,  111.  1911. 
Report  of  Michigan  State  Commission  on  Industrial  and 
Agricultural  Education,  Lansing,  1910.  PP.  18-32. 

Draper,  A.  S.,  Agriculture  and  its  Educational  Needs.  5th 
Annual  Report,  New  York  State  Dept.  Albany,  1909. 

Hays,  Education  for  Country  Life.  Government  printing 
office,  Washington,  1909. 

Report  of  Wisconsin  commission  upon  the  Plans  for  Indus- 
trial and  Agricultural  Training.  114-135,  Madison,  Wis., 
1911. 

74th  Annual  Report,  Mass.  Board  of  Education,  Agricul- 
tural Education.  197-291.  1911. 

Robison,  Agricultural  Education  in  Public  High  Schools. 
Teachers  College,  1911. 

XL  Agricultural  High  Sshools. 
Growth.     Statistics. 
Methods  of  support. 
Organization. 
Buildings.    Equipment. 
Curriculum. 
Selection  of  studies. 


Methods. 

Teachers.    Training.    Qualifications. 

Cooperation. 

Agricultural  High  Schools  as  community  centres. 

Cultural  and  technical  value. 

Relation  to  elementary  schools. 

Relation  to  higher  institutions. 

Various  types  of  agricultural  high  schools. 

References: 

Crosby,  Dick,  Jr.,  Special  Agricultural  High  Schools. 

N.  E.  A.,  1909.     974-976. 
Crocheron,  B.  H.,  History  and  Field  Work  in  the  Agricultural 

High  School.     N.  E.  A.,  1910.     1089-1093. 
The  Rural  School  as  a    Community  Centre,    10th  Year  Book. 

Nat.  Soc.  for  the  Scientific  Study   of  Ed.  Chicago,  1911. 
Agriculture  and  Industrial  Training.     Report  of  U.  S.  Com'r. 

of  Education,  1908.  Vol.  1:  125. 
True,   Educational   Values   of  Courses  in  Agriulture.    Ohio 

State    Univ.     Univ.    Bulletin    Series    No.  19,  Columbus, 

Ohio. 
Giles,  The  Teaching  of  Agriculture  in  High  School.    Sch.  Rev. 

17:   154-165. 
Davenport,    The    Next  Step  in  Agricultural  Education.  1908. 

Urbana.  111. 
Main,  A    Manual  for  High  School  with  sp3cial  references  to 

Science  and  Agriculture.     1909.     Knoxville,  Tenn. 
See  also  References  under  IX  and  X. 

XII.  Industrial  Education.     Boys. 

Approach  in  elementary  schools. 
Manual  training. 

How  made  most  effective?    Changes? 
Methods.     Products. 
Mechanical  drawing. 
Relation  to  manual  training. 
Preliminary  vocational  work. 
Conditions  for  success. 
Some  examples. 
Use  of  academic  subjects. 

Requirements  for  admission  to  industrial  schools. 
Requirements   for  admission   to  general   high  schools 
with  industrial  courses. 


References: 

The  Vocational  Adjustment  of  the  Children  of  the  Public- 
Schools.  High  School  Teachers  Assoc.  of  New  York. 

Kent,  Manual  Training  and  Trial  Industry.  A  Course  of  Study 
for  Boys  of  the  Two  Upper  Grammar  Grades.  Ed.  3: 
374-383. 

Haney,  Industrial  Education.     Ed.  31:  355-369. 

Revised  Curriculum,  Chicago's  High  Schools.  Sch.  Rev.  19: 
Notes  and  News. 

Advance   Sheets.     Report   on    Industrial    and    Agricultural 

Training.     Madison,  Wis.  1911,     30-46.     Government  Printing 

Office. 

Russel,  The  School  and  Industrial  Life.     Ed.  Rev.  Dec.  1909 

Dean,  A.D.,  Relation  of  Manual  Training  to  Industrial  Educa- 
tion. Craftsman  14:  74-81. 

Bain,  A.  W.,  Preparation  in  the  Elementary  School  for  indus- 
trial and  Domestic  life  Elementary  School  Teacher,  9: 
167—177. 

King,  Chas.  A.,  The  Public  School  and  Industrial  Education. 
Ed.29:  407419. 

Lane,  Our  Inefficient  Grammar  Schools.  Western  Jour,  of 
Ed  13:  259-269. 

XIII.  Industrial  Education.     Boys. 

Approach  in  elementary  schools. 
Manual  training. 

How  made  most  effective?  Changes? 
Methods.    Products. 
Mechanical  drawing. 
Relation  to  manual  training. 
Preliminary  vocational  work. 
Conditions  for  success. 
Some  examples. 
Use  of  academic  subjects. 

Requirements  for  admission  to  industrial  schools. 
Requirements  for  admission  to  high  schools   with   in- 
dustrial courses. 

References: 

The  Vocational  Adjustment  of  the   Children   of   the   Public 

Schools.     High  School   Teachers    Assoc.  of   New    York: 
Kent,  Manual  Training    and    Local  Industry.     A   Cour  je 

Study  for  Boys  of  the  Two  Upper  Grammar  Grades.    Ed. 

3:  374-383. 


1O 

Haney,  Industrial  Education.  Ed.  31:  352-369. 

Revised  Curriculm,  Chicago's  High  Schools.  Sch.  Rev.  19: 
Notes  and  News. 

Advance  Sheets.  Report  on  Industrial  and  Agricultural 
Training.  Madision,  Wis.  1911.  30-46.  Government 
Printing  Office 

Russell,  The  School  and  Industrial  Life.     Ed.  Rev.  Dec.  1909. 

Dean,  A.  D.,  Relation  of  Manual  Training  to  Industrial  Edu- 
cation. Craftsman  14:  74-81. 

Bain,  A.W.,  Preparation  in  the  Elemantary  School  for  Indus- 
trial and  Domestic  Life.  Elementary  School  Teacher,  9: 
167-177. 

King,  Chas.  A.,  The  Public  School  and  Industrial  Education. 
Ed.  29:  407-419. 

Lane,  Our  Inefficient  Grammar  Schools.  Western  Jour,  of 
Ed.  13:  259-269. 

XIV.  The  High  School  and  Industrial  Education. 
Terminology. 

What  may  be  done  in  a  general  high  school. 
In  preliminary  vocational  training, 
In  supplementary  vocational  courses. 
In  direct  vocational  work. 
Equipment  in  each  case. 
Teaching  force. 
Conditions  to  be  considered. 
Interests  of  pupils. 
Attitude  of  parents. 
Community  sentiment. 
Attitude  of  principals  and  teachers. 
Some  experiment  and  lessons  therefrom. 
The  limitations  of  the  general  high  school  in  voca- 
tional work. 


References: 


Dutton  and  Snedden,  404-406;  408;  412.  419-424. 

Balliet,  Manual,  Trade  and  Technical  Education,  N.  E.  A., 
1903.  65. 

Russell,  The  Trend  in  American  Education.  Ed.  Rev.  32:    28. 

Wood,  The  Basis  of  an  Efficient  Education.  Sch.  Rev.  15:  333. 

Herrick,  The  Plan  of  Applied  Education,  Ed.    Rev.    31:    180. 

Hubbard,  Industrial  Education.  Sch.  Rev.  15:  391. 

Snedden,  The  Combination  of  Liberal  and  Vocational  Edu- 
cation. Ed.  Rev.  Mar.  1909.  231-242. 


11 

Work  in  Secondary  Schools  Having  Industrial  Courses.  Fifty- 
fifth  Annual  Report,  Department  of  Education,  New 
Hampshire. 

Davenport,  Education  for  Efficiency.  37-59. 

Martin,  A  Technical  High  School.  N.  E.  A.,  1908.  176. 


XV.  The  approach    to    Industrial     Education    of    Secondary 

Grade 

Grammar  schools.     Boys  and  girls. 

Manual    training.     Its     value.     Present     tendencies. 

Mechanical  drawing. 

Art  instruction. 

Domestic  science  and  household  arts. 

Modification  in  academic  work. 

Intermediate  schools  for  boys  and  girls. 

General  courses. 

Evening  schools. 

Community  agencies. 

Arts  and  crafts  societies. 

Museums. 

Private  schools 

County  and  city  conditions  compared. 


References: 


Burnham,    Industrial    Education  in    the  Public  Schools.  71st 

Report  of  Board  of  Education,  Mass. 
Weaver,    The    Vocational    Adjustment    of  the  Children    of 

the  Public  Schools,     High    School  Teachers  Assn.  of  N. 

Y.  C.  1909. 
Report  of  Michigan  State  Commission    on    Industrial    and 

Agricultural    Education.    Lansing,    Mich.,    1910.    33-50. 
Rep.  of  Mass.  Commission  on  Industrial  and  Technical.  1906- 

1909,  Boston. 

Dean,  The  Worker  and  the  State.    New  York,  1910. 
Nat.  Soc.  for  the    Promotion  of  Industrial  Training.  Bui.  11. 
Report  of  Comission  on  Industrial   and  Agricultural  Training 

Wisconsin,  1911.  32-38;  46-57;  104-113. 
Bailey,  Industrial  Drawing,  Annual  Rep.,  Mass.  Board  of  Ed. 

1900. 
Year  Book  of  Council  of  Supervision   of  Manual   Arts,  1907. 

E.  D.  Griswold,  Hastings-on-Hudson. 
Course    of  Study  and  Syllabus  forElementary  Schools.  N.  Y. 

State  Ed.  Dep.  Albany,  1908. 
Martin,  Industrial  Education  and  the  Public  Schools,  Wright 

&  Potter,  Boston,  1908. 


12 

XVI.  Industrial  and  Practical    Courses  and    Departments    for 

Girls  in  General  High  Schools. 

The  organization  of  such  work. 
Selection  of  teachers. 
Equipment. 

Correlation  with  academic  subjects. 
Supervision  in  small  and  large  high  schools. 
Danger  of  overloading  pupils. 
Coordination  of  courses  and  departments. 
Present  practice  and  tendencies. 

References: 

Mann,  Industrial  and  Technical  Training  in  the  Sec.  schools 
Sch.  Rev.  16:  425-438. 

Cooley,  Selection  of  Domestic  Art  subject  matter  for  Sec. 
Schools.  Jour,  of  Home  Economics,  1:  52-61. 

High  School  Course  in  Domestic  Art.  Proceedings  10th  An- 
nual Conference  on  Home  Economics.  Lake  Placid, 
New  York. 

Richards  and  Kinne,  Survey  Courses  in  Science  and  Home 
Economics.  Ed.  Rev.,  35:  242-255. 

The  Influence  of  Sec.  Schools  upon  Movements  of  Pop- 
ulation and  upon  Vocation.  Dept.  of  Public  Instruction, 
New  Hampshire.  (Concord)  N.  H. 

Dean,  Some  Points  for  Consideration.  Address  before  N.  Y. 
Rep.  on  Industrial  and  Agricultural.  Ed.  Lansing,  Mich. 
1910. 

See  also  programs  of  High  Schools. 

DeGarmo,  Principals   of  Ssc.  Ed.     Part   II,  Processes  of 

Instruction.     150-159. 

XVII.  Industrial  and  Practical    Courses    and  Departments  for 

Boys  in  General  High  Schools. 

Problems  of  organization. 

Correlation  with  other  subjects  and  courses. 

Coeducation. 

The  importance  of  the  teacher. 

His  training  and  experience. 

The  function  of  the  principal. 

Equipment. 

Conditions  in  small  and  large  high  schools  compared. 

Present  practices  and  tendencies. 

Measurement  of  results. 


1  3 

References: 

Thd  High  School  and  Community  Needs.  71st  Report  Mass 
Board  of  Ed.  319-346. 

Work  in  Sec,  Schools  having  Industrial  Courses  Dept.  of  In- 
struction, Concord,  New  Hampshire,  1908. 

Davenport,  Ind.  Ed.  with  Special  Reference  to  the  High  School 
Urbana,  111.  1908. 

Proceedings,  Western  Drawing  and  Manual  Training  Assn. 
15th  Annual  Report,  Indianapolis,  Ind. 

Terry    H.  L.    The    New    Movement    in  Physics    Teaching. 

Jinks,  The  Manual  Training  at  Hampton  Institute  Manual 
Training  Magazine,  9:  200-210. 

Gilbert,  Chas.  B.,  The  Motor  Activities  in  Expression. 
Educational  Foundations,  20:  7-23. 

See  also  reference  under  XVI. 


XVIII.     Technical    and    Industrial    Secondary    Day    Schools 

for  Girls. 

Definitions. 

The  demand  for  such  schools. 

Educational.     Social.     Industrial. 

Organization. 

Selection  of  courses. 

Methods  of  instruction. 

Cooperation  with  industries. 

Present  condition.    Statistics. 


References: 

Marshall,  Industrial  Training  for  Women.  Nat.  Soc.  for  the 
Promotion  of  Ind.  Ed.  Bulletin  4,  New  York,  1907. 

Carlton,  Ed.  and  Ind.  Evolution,  New  York,  1908. 

Reisner,  A  Descriptive  list  of  Trade  and  Ind.  Schools  in  the 
U.  S.  Bulletin  11.  Nat.  Soc.  for  the  Promotion  of  Ind.  Ed. 

Report  of  Michigan  State  Commission  on  Ind.  and  Agricultu- 
ral Ed.  Lansing,  1910. 

Spencer,  The  Social  Value  of  Ind.  Ed.  for  Girls.  Nat.  Soc. 
for  the  Promotion  of  Ind.  Ed.  Bulletin  6.  39-45. 

Marchall,  Nat.  Soc.  for  the  Promotion  of  Ind.  Ed..  Bulletin 
9,  How  to  Conduct  a  Trade  School  for  Girls,  90-100. 

Woodward,   The   Manual    Training    School.    Boston,     1887. 

Richards,  From  the  Practical  to  the  Intellectual  in  the  Shop. 
N.  E.  A.,  1902.  550-558. 

See  also  References  under  XVI,   XVII  and  XIX. 


14 

XIX.  Technical  and  Industrial  Secondary  Day  Schools  for  Boys. 

Definitions  and  distinctions. 

The  origin  and  growth  of  such  schools. 

Causes. 

Education — Social — Economic — Industrial. 

Organization. 

Programs. 

Equipment. 

Adjustment  to  locality. 

Cooperation  with   industries — Part — time   and   other 

Plans. 

A  survey  of  the  situation. 
Relati  ons  to  higher  and  lower  schools. 
State  support — Legislation. 

References: 

Report  Nat.  Assn.  for  the  Promotion  of  Ind.  Ed. 

City  School  Reports,  dealing  with  Manual  Training,  Tech- 
nical and  Vocational  Schools,  Note  schools  at  Cleve- 
land, Ohio,  Newtown  and  Springfield,  Mass.,  N.  Y.  C., 
Wash.,  Phila.,  Stout  Institute,  Menomonie,  Wis. 

Snedden,  The  Movement  for  Vocational  Ed.  and  its  Prob- 
able Effect  on  Liberal  Ed.  Am.  Ed.,  299. 

Cranshaw,  Rooms  and  Equipment  for  Manual  Training 
School  Buildings.  Manual  Training  Magazine,  9: 422-434. 

Am.  Academy  of  Political  and  Social  Science.  Ind.  Ed. 
Phila.,  1909. 

Martin,    A   Technical    High    School.    N.  E.  A.,     1908.     176. 

See  also  references  under  XIV  and  XVIII. 

XX.  Public  Evening  High  Schools— Cultural    and   Vocational 

Courses. 

The  history  of  the  evening  high  school. 

Classification  of  courses  and  schools. 

Academic. 

Technical. 

Vocational. 

Growth.    Statistics.    Attendance.    Expense. 

Programs. 

Teachers. 

Supervision. 


15 

Irregular  attendance. 
Program  of  work  for  pupils. 
Relation  to  other  schools. 

References: 

Balliet,  T.    M.,    The    Organization  of  a  System    of    Evening 
Schools.    N.  E.  A.  1904.     278. 

Statistics  on  Evening  High  Schools.     Report,    U.  S.  Com'r  of 
Ed. 

Report  of  Commission  on  Industrial    and  Agricultural  Train- 
ing.    Madison,  Wisconsin.     46-59. 

Buttrick,  The    True  Function    of   the  Evening  School.    Sch. 
R3V.  12:  533. 

Dutton  and  Snedden,  480-491. 

Creasey,  Technical    Ed.     in  Evening   Schools,  London,  1905. 

Warner,  Industrial  Training  in  Public  Evening  Schools. 
N.  E.  A.  1905,  570-576. 

Davis,  S.  P.,  Public  Evening  Courses    in    the    Manual    Arts 
Year  Boek. 

Nat.  Soc.  for  the  Promotion  of  Ind.  Ed.     182-203. 

XXL  Cooperation  of   Business    and    Manufacturing  Agencies 
with  the  Schools. 

Importance. 

Moral  support. 

Advisory  comittees. 

Some  examples. 

Part-time  plans. 

Addresses  to  pupils. 

Addresses  to  conventions. 

Dangers. 

Benefits. 

How  to  encourage  and  direct. 

References: 

Higgins,  M.  P.,  Education  for  the  trades;  from  the    Point   of 
View  of  the  Manufacturer.  N.    E.    A.     1903.     597-602 
Alexander,  Industrial  Training  as  Viewed  by    the  Manufact- 
urers.   N.  E.  A.    796-804. 
Vanderlip,  Business  and  Ed.    New   York,  1907. 
Ware,  Fabian,    Educational  Foundations  of  Trade    and   So- 
ciety.   New    York,  1901, 
Schneider,  Cooperation   Course   in   Cincinnati.     Engineering 

Magazine,  xxxv.     p.     929. 
Hall,  Ed.  Problems.     562-566;  574;  581-584. 


16 

XXII.  Private  and  Philanthropic  Agencies    in    Practical    and 
Vocational  Training. 

Classes  and  schools  under  care  of  women's  clubs. 

Apprenticeship  systems. 

Endowed  institutions  of  secondary  and  intermediate 

grade. 
Classes  and   schools  operated  by  the  Young  Men's 

Christian  Association  and  kindred  agencies. 
Private  enterprises. 
Value  of  such  schools. 
Their  direct  service. 
Contribution  to  knowledge. 

References: 

Henrotin,   Cooperation    of   Women's   Clubs    in    the    Public 

Schools  N.  E.  A.,  1897.  p.  73. 

Lawrence,  A  Problem  for  Women's  Clubs.  N.  E.  A.,  1905.  724. 
Association  Year  Book.  Young  Men's  Christian  Assoc.  1910. 
Report  U.  S.  Com'r  of  Ed.  1910.  124-125.  See  Statistic  in 

above.     1218-1241. 
Schneider,  Partial  Tims   Trade   Schools.    Annual  American 

Academy  of  Political  and  Social  Science  33:  50-55. 
Hall.  Educational  problems,  New  York,  1911,      544  552;  562- 

584;  645-647;  688-694. 
James,    "Commercial    Education"    in    Ed.  in  U.  S.     Albany. 

1900. 
Herrick,  Commercial  Education.     1900. 

XXIII.  Influence  of  Vocational  on  Academic  Courses. 

A  contrast  in  aims. 

Comparison  in  subject  matter  and  method. 

Value  of  the  concrete  of  vocational  training. 

Actual  experience  in  the  preparation  of  teachers. 

The  pedagogic  element  also  important. 

Gains  in  academic  courses  from  practical  subjects. 

Material. 

Direct  methods. 

Corrects  undue  use  of  abstractions. 

Encourages  application. 

Brings  teachers  into  touch  with  present  conditions. 

Vitalizes  instruction. 


17 

References: 

Hall.  Educational  Problems.  591-593:  594-598;  613-616. 
Richards,  From  the  Practical  to  the  Intellectual  in  the   Shop. 

N.  E.  A.,  1902.     550-558. 
Johnston,  The  Social  Significance  of  Various    Movements  for 

Ind.  Ed.     Ed.  Rev.  37:  160-180. 
James,  The  Ed.  of  Business  Men.  Chicago.  United  Press.  1898. 


